Restricted accessResearch articleFirst published online 2012-01
Cognición,motivación y emoción en la interacción profesor-alumno. Una propuesta para analizar su relación mediante el registro de las ayudas frías y cálidas
En los últimos años, se viene defendiendo la necesidad de realizar un análisis de la interacción educativa molecular y exhaustivo de los procesos cognitivos, motivacionales y emocionales, en ‘contexto’ y ‘tiempo’ real. En este artículo, y a partir de un marco teórico integrador, se analiza la actividad de una profesora especialmente competente durante el desarrollo de una actividad de lectura conjunta distinguiendo cuando inciden en procesos cognitivos (fríos) y motivacionales-emocionales (cálidos). En concreto, se pretende responder a dos cuestiones: (1) ¿Cabe esperar que esta profesora proporcione un mayor número y diversidad de ayudas cálidas en función de la complejidad de la tarea? (2) ¿La naturaleza de esas ayudas cambiará según el momento (planificación, realización y evaluación) del desarrollo de la actividad? Los resultados muestran que la profesora acomoda sus ayudas a las demandas de la tarea y que éstas varían según los objetivos de cada fase. Además, se pone de manifiesto las posibilidades de este tipo de metodología al permitir capturar una variabilidad de comportamientos difícil de registrar cuando se lleva a cabo un análisis más molar.
Get full access to this article
View all access options for this article.
References
1.
Alonso-TapiaJ.Fernández-herediaB. (2009). Un modelo para el análisis del clima motivational de clase: validez transcultural e implicaciones educativas.Infancia y Aprendizaje, 32 (4), 597–612.
2.
BoekaertsM. (2002). Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach-EARLI Presidential Address, 2001.Learning and Instruction, 12 (6), 589–604.
3.
CovingtonM. V. (2000). Goal theory, motivation, and school achievement: An integrative review.Annual Review of Psychology, 51, 171–200.
4.
DanielsL. M.StupniskyR. H.PekrunR. H.HaynesT. L.NewallN. E.PerryR. P. (2009). A longitudinal analysis of achievement goals: From affective antecedents to emotional effects and achievement outcomes.Journal of Educational Psychology, 101 (4), 948–963.
5.
ElliotA. (1999). Approach and Avoidance Motivation and Achievement Goals.Educational Psychologist, 34 (3), 169–189.
6.
FrenzelA. C.GoetzT.LüdtkeO.PekrunR.SuttonR. E. (2009). Emotional transmission in the classroom: exploring the relationship between teacher and student enjoyment.Journal of Educational Psychology, 101 (3), 705–716.
7.
FrijdaN. H. (1993). The Place of Appraisal in Emotion.Cognition and Emotion, 7 (3/4), 357–387.
8.
GarcíaT.PintrichP. R. (1994). Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. En SchunkD. H.ZimmermanB. J. (Eds.), Self-Regulation of Learning and Performance. Issues and Educational Applications (Vol. 3, pp. 127–153). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
9.
GollwitzerP. M. (1990). Action phases and mind-sets. En HigginsE. T.SorrentinoR. M. (Eds.), Handbook of Motivation and Cognition: Foundation of social behaviour (Vol. 2, pp. 53–92). Nueva York: The Guilford Press.
10.
HorvathM.HerlemanH.A.MckieR. L. (2006). Goal orientation, task difficulty, and task interest: A multilevel analysis.Motivation and Emotion, 30, 171–178.
11.
HullemanC. S.DurikA. M.SchweigertS. A.HarackiewiczJ. M. (2008). Task values, achievement goals, and interest: an integrative analysis.Journal of Educational Psychology, 100 (2), 398–416.
12.
KintschW. (1998). Comprehension. A paradigm for cognition. Cambridge. Cambridge University Press.
13.
LauS.NieY. (2008). Interplay between personal goals and classroom goal structures in predicting student outcomes: A multilevel analysis of person-context interactions.Journal of Educational Psychology, 100 (1), 15–29.
14.
LazarusR. S. (1999). The Cognition-Emotion Debate: A Bit of History. En DalgleishT.PowerM. J. (Eds.), Handbook of Cognition and Emotion (Vol. 1, pp. 3–19). Nueva York: John Wiley & Sons.
15.
LemosM. S.GonçalvesT. (2004). Students' management of goals in the natural classroom setting: methodological implications.European Psychologist, 9 (4), 198–209.
16.
LinnenbrinkE. A. (2005). The dilemma of performance-approach goals: the use of multiple goal contexts to promote students' motivation and learning.Journal of Educational Psychology, 97 (2), 197–213.
17.
LinnenbrinkE. A. (2006). Emotion research in education: theoretical and methodological perspectives on the integration of affect, motivation, and cognition.Educational Psychology Review, 19, 307–314.
18.
McwhawK.AbraniP. C. (2001). Student goal orientation and interest: effects on students' use of self- regulated learning strategies. ContemporaryEducational Psychology, 26 (3), 311–329.
19.
MeyerD. K.TurnerJ. C. (2002a). Discovering emotion in classroom research.Educational Psychologist, 37, 81–99.
20.
MeyerD. K.TurnerJ. C. (2002b). Using instructional discourse analysis to study the scaffolding of student self-regulation.Educational Psychologist, 37 (1), 17–25.
21.
MeyerD. K.TurnerJ. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts.Educational Psychology Review, 18, 377–390.
22.
NiemivirtaM.TapolaA. (2007). Self-efficacy, interest, and task performance whithin-task changes, mutual relationships, and predictive effects.Zeitschrift für Pädagogische Psychologie, 21 (3/4), 241–250.
23.
PerryN. E.VandekampK. (2000). Creating classroom contexts that support young children's development of self-regulated learning.International Journal of Educational Research, 33, 821–843.
24.
PerryN. E.VandekampK. O.MercerL. K.NordbyC. J. (2002). Investigating teacher-student interactions that foster self-regulated learning.Educational Psychologist, 37 (1), 5–15.
25.
PintrichP. R.MarxR. W.BoyleR. A. (1993). beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change.Review of Educational Research, 63 (2), 167–199.
26.
PucaR. M. (2005). The influence of the achievement motive on probability estimates in pre- and post- decisional action phases.Journal of Research in Personality, 39, 245–262.
27.
RyanR. M.DeciE. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions.Contemporary Educational Psychology, 25 (1), 54–67.
28.
SánchezE.GarcíaJ. R.De SixteR.CastellanoN.RosalesJ. (2008). El análisis de la práctica educativa y las propuestas instruccionales: integración y enriquecimiento mutuo.Infancia y Aprendizaje, 31 (2), 233–258.
29.
SánchezE.GarcíaJ. R.RosalesJ. (2010). La lectura de los textos en el aula: Qué hacen los alumnos y sus profesores cuando usan los textos y qué se podría llegar a hacer.Barcelona: Graó.
30.
SchererK. R. (1999). Appraisal theory. En DalgleishT.PowerM. (Eds.), Handbook of cognition an emotion (pp. 637–663). Chichester, UK: Wiley.
31.
SchunkD. H.ErtmerP. A. (2000). Self-regulation and academic learning: self-efficacy enhancing interventions. En BoekaertsM.PintrichP. R.ZeidnerM. (Eds.), Handbook of self-regulation (pp. 631–649). San Diego: Academic Press.
32.
SinatraG. M. (2005). The “warming trend” in conceptual change research: the legacy of Paul R. Pintrich.Educational Psychologist, 40 (2), 107–115.
33.
SkinnerE.FurrerC.MarchandG.KindermannT. (2008). Engagement and disaffection in the classroom: part of a larger motivational dynamic?Journal of Educational Psychology, 100 (4), 765–781.
34.
Van DijkT.A.KintschW. (1983). Strategies of discourse comprehension. Nueva York. Academic Press.
35.
WoltersC. A.RosenthalH. (2000). The relation between students' motivational beliefs and their use of motivational regulation strategies.International Journal of Educational Research, 33, 801–820.
36.
ZimmermanB. J. (2000). Attaining self-regulation. En BoekaertsM.PintrichP. R.ZeidnerM. (Eds.), Handbook of Self-Regulation (pp. 13–39). San Diego: Academic Press.
